Post 1
1) The online activity that I chose and completed was Who Wants to Win $1,000,000? at Jefferson Labs. The activity is based on the tv show Who Wants to be a Millionaire. The students get a variety of science and math questions they must answer in multiple chose form. As the game continues the dollar value for each question is raised. If the students are stumped they have a choice of 1) polling the lab where they are given the multiple choice answers and told, in percentages, what the lab thinks is the answer or 2) selecting two answers to get rid of that are wrong or 3) asking an expert for their answer. The student can then continue all the way through the game or stop at any time and take they money they have accumulated thus far.
2a) NY State Standards
Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
2b) National Education Technology Standards
None
3) Definition and Inquiry Based Rubric Tell me and I forget, show me and I remember, involve me and I understand.This old proverb is the essence of inquiry-based learning which states that learning best takes place when the student is allowed to ask questions that when combined with prior knowledge will aid in the students understanding of the concept or idea and allows for the knowledge to be applied to the students’ real-world experiences.Inquiry-based learning focuses on probing questions that will usually lead to higher-order thinking questions, problem solving and critical thinking.This type of teaching is best used in collaborative settings where students can collaborate and communicate with each other the things that they have discovered and observed. Inquiry-based learning differs from research in that inquiry-based learning requires students to uses higher-order thinking activities to come to their own conclusions and not rote memorization or a spewing of known facts.It also varies from investigations and other types of questioning as inquiry-based learning leads to an understanding of a topic or subject not to a specific answer to a question. Inquiry-based learning has a similar base to constructivism where learning is not a linear process but a combination of first hand knowledge of new experiences and prior experience.This scaffolding allows students to build their own understanding of new ideas because of their engagement and exploration of the instructional task.Students are then able to explain the concept and ultimately make connections to other related concepts or apply the knowledge to an understanding of the real world.Paradigm shifts will occur when the student integrates known facts with new experiences as these new experiences cause the previous knowledge to be reevaluated.While the skills required in inquiry-based learning should be a model for the student to get through any problem and is not subject-centered, as in many traditional teaching methods, previous experience in the subject is important.
Inquiry-based Learning Rubric
Not Evident 1
Partial 2
Exemplary 3
Score
Initial Probing Questioning
Does not lead to any higher-order thinking questions or activities from the student.Does not allow for problem solving or critical thinking for students to come to their own conclusions.Students are answering a specific question and not coming to an understanding of a topic.
Leads to some higher-order thinking questions and/or activities from the student.Allows from some problem solving and/or critical thinking.Students are answering a specific question but can also come to an understanding of a topic.
Many levels of thinking are required and leads to many higher-order thinking questions and activities from the student.Allows for problem solving and critical thinking so students can come to their own conclusions or understanding of topic.
Collaborative Setting
Instructional task is done by individual students whom are not working in a group setting.There is no collaboration or communication with other students
Students are working in groups to accomplish instructional task but interdependency, collaboration, and communication are not essential.
Group setting where students can collaborate and communicate with each other the things that they have observed, discovered, and learned in the instructional task.
Engagement and Exploration
There is no engagement (mental engagement in the concept, process, or skill to be learned.) nor exploration (active exploration of environment or manipulation of materials) component in the instructional task.
There is either an engagement component or an exploration component in the instructional task but not both.
There is both an engagement (mental engagement in the concept, process, or skill to be learned.) and exploration (active exploration of environment or manipulation of materials) component of the instructional task
Experience Scaffolding
There is no new experience for students to engage or explore in the instructional task.The instructional task does not combine first-hand experience and prior experience.
There is a new experience for students to engage or explore in the instructional task but it does not combine first-hand experience or prior knowledge.
Students combine first-hand knowledge of new experiences through engagement and exploration of instructional task and prior experience or knowledge.
Connections and Applications
Students cannot explain new concept, make connections to other related concepts or apply new information learned to the real world.
Students can explain new concept but cannot take learned knowledge from instructional task and make connections to other related concepts or apply new knowledge to an understanding of the real world.
Students can explain new concept.Students can take knowledge learned from instructional task and make connections to other related concepts and apply new knowledge to an understanding of the real world.
1) The online activity that I chose and completed was Who Wants to Win $1,000,000? at Jefferson Labs. The activity is based on the tv show Who Wants to be a Millionaire. The students get a variety of science and math questions they must answer in multiple chose form. As the game continues the dollar value for each question is raised. If the students are stumped they have a choice of 1) polling the lab where they are given the multiple choice answers and told, in percentages, what the lab thinks is the answer or 2) selecting two answers to get rid of that are wrong or 3) asking an expert for their answer. The student can then continue all the way through the game or stop at any time and take they money they have accumulated thus far.
2a) NY State Standards
Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
2b) National Education Technology Standards
None
3) Definition and Inquiry Based Rubric
Tell me and I forget, show me and I remember, involve me and I understand. This old proverb is the essence of inquiry-based learning which states that learning best takes place when the student is allowed to ask questions that when combined with prior knowledge will aid in the students understanding of the concept or idea and allows for the knowledge to be applied to the students’ real-world experiences. Inquiry-based learning focuses on probing questions that will usually lead to higher-order thinking questions, problem solving and critical thinking. This type of teaching is best used in collaborative settings where students can collaborate and communicate with each other the things that they have discovered and observed. Inquiry-based learning differs from research in that inquiry-based learning requires students to uses higher-order thinking activities to come to their own conclusions and not rote memorization or a spewing of known facts. It also varies from investigations and other types of questioning as inquiry-based learning leads to an understanding of a topic or subject not to a specific answer to a question.
Inquiry-based learning has a similar base to constructivism where learning is not a linear process but a combination of first hand knowledge of new experiences and prior experience. This scaffolding allows students to build their own understanding of new ideas because of their engagement and exploration of the instructional task. Students are then able to explain the concept and ultimately make connections to other related concepts or apply the knowledge to an understanding of the real world. Paradigm shifts will occur when the student integrates known facts with new experiences as these new experiences cause the previous knowledge to be reevaluated. While the skills required in inquiry-based learning should be a model for the student to get through any problem and is not subject-centered, as in many traditional teaching methods, previous experience in the subject is important.
Inquiry-based Learning Rubric
1
2
3